The Pilgrims' Way School

Selsdon Baptist Church Pre-School Inspection report for early years provision

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Unique reference number 125031 Inspection date 09/06/2010 Inspector Rebecca Elizabeth Khabbazi

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Setting address Addington Road, South Croydon, Surrey, CR2 8LL

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Telephone number 020 8651 4308 Email Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as

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you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Selsdon Baptist Church Pre-school has been operating for over 25 years and was re-registered in 1999. It is a committee-run provision and operates from a hall within church premises in a residential area of South Croydon. There is an enclosed area for outdoor play.

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Description of the setting

The setting is registered on the Early Years Register to care for 30 children aged from two years to the end of early years age range. There are currently 40 children on roll. The pre-school supports children with special educational needs and/or disabilities and those who speak English as an additional language. The setting is open from 9:30am-12:00pm from Monday to Friday during term times, with a lunch club until 1.25pm on Tuesday and Thursday during the last half of the summer term. Children attend for a variety of sessions.

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Description of the setting

There are six members of staff including the two managers. Of these, five have relevant childcare qualifications. The setting receives support from the local authority through an Early Years Advisor.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The setting successfully promotes all aspects of children's welfare and development. Children are safe and well cared for in the welcoming, inclusive environment. Relationships with parents are exemplary and play a significant role in ensuring children make good progress in their learning, given their age, abilities and starting points. The management and staff team regularly reflect on the provision and identify priorities for future development. This ensures that the service is responsive to the needs of the children who attend and their families.

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further?

To further improve the early years provision the registered person should:

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further?

 ensure next steps identified for children's learning are individual to each child so that planned activities build on their existing knowledge and skills  provide more opportunities for children to express their own ideas and use their imagination in creative activities.

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the early years provision

Children's welfare is effectively safeguarded. Robust systems for recruitment ensure that children are cared for by a well qualified and appropriately vetted staff team. All staff attend safeguarding training and are clear about the steps to take if they are concerned about a child. All of the required documentation that promotes This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's health, safety and wellbeing and contributes to the smooth day to day running of the setting is in place. Staff work well together as a team, sharing tasks and responsibilities such as the snack bar, creative activities or supervision of the outdoor play space, effectively throughout the session. They make good use of resources to create a welcoming environment where children can easily access a wide variety of equipment and play materials, for instance children can choose their own construction materials from boxes, or select art and craft resources from

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the early years provision

Staff ensure they have a good understanding of each child's background and needs. They use effective strategies to ensure all groups of children are included and achieve well, so that equality and diversity is effectively promoted. For instance, they build on the boys' interest in a football activity and inspire them to solve simple problems, write out their own certificates and learn how to use a sand timer. The setting values partnerships with parents very highly, and they are significantly involved with the setting's work, for instance through participation in the committee. Parents are fully involved in the assessment and review of their child's progress and are kept extremely well informed about their child's achievements and wellbeing through newsletters, the notice boards, daily discussion, frequent consultations and excellent access to their child's file. The setting works effectively in partnership with external agencies and other providers

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the early years provision

as appropriate, for example, they make sure they obtain permission from parents to share information about children's progress with their childminders to ensure children benefit from continuity in learning and care.

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the early years provision

The managers and staff team make good use of feedback from parents and support from the local authority to monitor and evaluate the provision, which ensures most areas for improvement are quickly identified and acted upon. Actions taken are well targeted to improve outcomes for children. For instance, ongoing improvements to the outdoor area, which means children benefit from free-flow indoor and outdoor learning opportunities throughout the day, and increased opportunities to develop skills for the future by improving children's access to information and communication technology.

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and outcomes for children

Children show a strong sense of belonging at the setting. They quickly become familiar with the routines and expectations of the preschool and develop a sense of responsibility as they tidy up the toys or help their friend with the taps at the portable sink. Children learn to keep themselves safe when they remember not to run inside or practise holding the scissors carefully. They adopt simple good hygiene routines when they wash their hands before they eat and understand that they do this to wash away any germs. They enjoy helping themselves to sliced banana and apple at snack time, and become more independent as they pour their own drinks from the jug. Children play outside every day in all weathers as part of a healthy lifestyle, practising their physical skills and learning new ones as they manage to throw the ball into the basketball net or spin a hoop for the first time. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children benefit from a well-balanced routine with good opportunities for uninterrupted independent play. They work well both independently and in cooperation with their friends, and they are interested and motivated to learn. Children take part in a wide variety of indoor and outdoor activities and experiences that support their development across all areas of learning. Staff make regular observations of their achievements and identify next steps for their learning, which they regularly monitor and review. However, sometimes the next steps identified are quite general and common to a group of children, rather than personal to each child. This means planned activities do not always challenge individual children by building on their knowledge and skills.

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and outcomes for children

Children are keen to communicate and they use language well to start conversations and talk about their experiences. Staff make good use of props and visual cues at story time so that all children can take an active part. Children write and make marks as they play, using a clipboard to record how many goals they score in a football game, or confidently writing their name on their drawing. They solve simple problems during every day routines, such as counting how many children are at preschool today, or piling dinosaurs into weighing scales until they balance. Children become absorbed in their play as they explore a big tray of oats in the home corner, using sieves, spoons and saucepans to investigate and then mixing in some play dough to make 'cakes'. They find out about the world around them when they plant sunflower seeds and watch them grow, and when they see what happens when they pour water through funnels and long lengths of tubing in

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and outcomes for children

the water tray. Children use their imaginations when they dress up and play together in the home corner, and they join in with singing sessions enthusiastically. They enjoy planned art and craft activities although at times these are too adult- led and children are not always able to use their imagination and express their own ideas. Children are well occupied and stimulated throughout the session and thoroughly enjoy their time at the preschool. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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